Thông tin tài liệu
Contents
Preface
ix
Acknowledgments
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xi
PART
I
WR1T1NG A
PARAGRAPH
• • 0 • •
It
•
It
0 • • •
• • • • • •
1
Chapter
1
Paragraph
Structure
. . . . . . . . . . . . . . . . . . . . . . . . .
:2
The Three Parts of a Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
The Topic Sentence
. . . . . .
4
Position
of
Topic Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
The Two Parts of a Topic Sentence . . . . . . . . .
9
Supporting Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
The Concluding Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
Review , 16
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .
16
Chapter
:2
Unitv
and
Coherence
18
Unity "
~
18
Coherence
21
Repetition of Key Nouns 22
Key Noun Substitutes' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Consistent Pronouns
'.
.
. . . . . . . . . . . . . . . . . . .
24
Transition Signals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
Logical Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
Review 36
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
Chapter
3
Supporting
Details:
Facts,
Quotations,
39
and
Statistics
Facts versus Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
Using Outside Sources
41
PlagiarislTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
Citing Sources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
Quotations
".
. . . . . . . . . . . . .
42
Direct Quotations 42
Reporting Verbs and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
Punctuating Direct Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
45
Indirect Quotations 47
iii
Contents
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
Statistics
. . . . . . .
51
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
53
Review
54
Cause/Effect
Essays
94
Chronological
Order:
Process
Essays.
. . . . . . . . . .
81
From
Paragraph
to
Essay.
. . . . . . . . . . . . . . . . . . . . . .
56
WR1T1NG AN ESSAV
•.
55
Organization for Cause/Effect Order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
95
Block Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
95
Chain Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
98
Cause/Effect Signal Words and Phrases
101
Thesis Statements for a Process Essay 84
Transition Signals for Chronological Order 86
Review.
. . . . .
. .
. . . . . . . .
. . . . . . . .
. . . . . . . . . . . . . . . . .
.
. . .
88
Wliting Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
89
Applying What
You
Have Leamed 89
Reading 1 89
Questions 90
Suggestions
for
Discllssion
or
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
91
Reading 2 92
Questions 92
Suggestions
for
Discussion
or
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
93
The Three Parts
of
an Essay 56
The Introductory Paragraph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
59
Funnel Introduction 60
Attention-Getting Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
Thesis Statement
63
Body Paragraphs 64
Logical Division
of
Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
Thesis Statements for Logical Division of Ideas . . . . . . . . . . . . . . . . . . . . . . . . . .
65
Thesis Statement Pitfalls 67
Transition Signals between Paragraphs 69
The Concluding Paragraph 72
Essay
Outlining.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
Review
'"
77
Wliting Practice 78
Applying What
You
Have Leamed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
78
Reading ,
,
79
Questions 80
Suggestions
for
Discussion
or
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
80
Chapter
6
Chapter
5
PARTH
Chapter
4
Contents
Paraphrasing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
127
Plagiarism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
128
Using Paraphrases
as
Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
135
Summarizing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
136
Review.
.
.
. . . . . .
.
. .
. . . . . . .
. . . .
. .
.
. .
.
.
141
Argumentative
Essal's
142
Paraphrase
and SummaT1'
121
Comparison/Contrast
Essal's.
. . . . . . . . . . . . . . . .
111
Organization
of
Argumentative Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
143
The Introductory Paragraph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
147
Thesis Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
147
Review. " . " , , .
. . . . . . . .
150
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
150
Applying What
You
Have Learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
151
Topic
1,
Reading 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
151
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
153
Topic
1,
Reading 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
154
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
155
Topic
2,
Reading 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
156
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
157
Topic
2,
Reading 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
158
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
160
Cause Signal Words "
101
Effect Signal
Words.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
102
Review , . . . . . . . . .
. . . .
. . . .
. . . . .
105
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
105
Applying What
You
Have
Learned.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
106
Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
107
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
108
Suggestions
for
Discussion
or
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . .
110
Organization
of
Comparison/Contrast Essays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
113
Point-by-Point Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
113
Block Organization ' 114
Comparison and Contrast Signal
Words.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
116
Comparison Signal Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
116
Contrast Signal Words
; .
-;-'.
119
Review , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
122
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
123
Applying What
You
Have
Learned.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
124
Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
124
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
126
Suggestions
for
Discussion
or
Writing. . . . . . . . . . . . . . . . . . . . . .
. . . .
126
Chapter
9
Chapter
8
Chapter
1
Chapter
10 1)jpes
of
Sentences
162
Kinds of Adverb
Clauses.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
211
Punctuation of Adverb Clauses 211
Time Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
211
Place Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
213
That Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
195
Sentences Beginning with
It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
196
Special
Verb
Tenses in That Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
198
If/Whether
Clauses " 201
Question Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
204
Review " 206
Editing Practice 207
Writing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
208
119
161
Adverb
Clauses
210
Using
Paranel
Structures
and
Fixing
Sentence
Problems
Noun
Clauses
194
SENTENCE STRUCTURE
Parallelism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
179
Parallelism with Coordinators:
And, Or,
But.
. . . . . . . . . . . . . . . . . . . . . . . . . . .
180
Parallelism with Correlative (Paired) Conjunctions. . . . . . . . . . . . . . . . . . . . . . .
181
Sentence Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
183
Sentence Fragments 183
Choppy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
185
Run-On Sentences and Comma
Splices.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
188
Stringy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
190
Review "
'" '"
,
191
Editing Practice 193
Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
162
Independent Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
163
Dependent Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
163
Kinds of Sentences 164
Simple Sentences 164
Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
165
Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
172
Compound-Complex Sentences
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
174
Sentence Types and Writing
Style.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
175
Review " " . . . . . . . .
177
Contents
Chapter
13
Chapter
12
Chapter
11
PART
HI
Contents
Distance, Frequency, and Manner Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
214
Reason Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
216
Result Clauses 218
Purpose Clauses 220
Contrast Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
222
Direct Opposition Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
222
Concession (Unexpected Result) Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
223
Conditional Clauses 225
Review
.
. .
227
Editing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
228
Writing Practice 229
Chapter
14
Adjective
Clauses
230
Relative Pronouns and Adverbs 231
Position ofAdjective Clauses 231
Verb
Agreement
in
Adjective Clauses <
232
Kinds
of
Adjective Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
234
Relative Pronouns
as
Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
234
Relative Pronouns
as
Objects 236
Possessive Adjective Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
238
Relative Pronouns
as
Objects
of
Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . .
240
Relative Pronouns in Phrases
of
Quantity and Quality. . . . . . . . . . . . . . . . . . . .
243
Adjective Clauses ofTime and Place 244
Review
.
247
Editing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
248
Writing Practice
:
249
Chapter
15
Participial
Phrases
250
Participles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .
250
Pmticipial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
251
Reduced Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
252
Position and Punctuation
of
Participial Phrases 252
General Form
-ing Pmticipial Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
253
General Form
-ed Participial Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
254
Perfect Form Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
255
Participial Phrases and Writing
Style.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
257
Reduced Adverb Clauses 258
Review. .
.
.
. . . .
. . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
.
261
Editing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
263
Writing Practice 263
Appendix
A:
The
Process
of
Academic
Writing.
. . . . . . . . . . . . . . . . . . . . . .
265
The Writing Process, Step
1:
Creating (Prewriting) . . . . . . . . . . . . . . . . . . . . . . . . . . .
265
The Writing Process, Step
2:
Planning (Outlining)
. . . . . . . . . . . . . . . . . . . . . . . . .
271
Contents
The
Writing Process, Step
3:
Writing.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
272
The
Writing Process, Step
4:
Polishing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
273
Editing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
277
Appendix
B:
Punctuation
Rules.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
280
Commas
280
Semicolons 283
Colons , . . . . . .
285
Quotation Marks
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
288
Editing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
289
Appendix
C:
Charts
of
Connecting
Words
and
Transition
Signals
291
Coordinating Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
291
Subordinating Words
'.' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
292
I Conjunctive Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
295
Transition Signals 297
Appendix
D: Editing Symbols
300
Appendix
E: Research
and
Documentation
of
Sources.
. . . . . . . . . . . . . . . .
303
Types
of
Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
303
Evaluating Sources 304
Documentation
of
Sources 306
In-Text Citations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
306
Works-Cited
Lists.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
308
Appendix
F:
Self-Editing
and
Peer-Editing
Worksheets
313
Scoring
Rubrics.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
315
Index
331
Credits.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
337
What's
New
in
the
Fourth
Edition
Preface
Writing Academic English, Fourth Edition, is a comprehensive rhetoric and sentence
structure textbook/workbook for high-intermediate to advanced English language
learners who are in college or are college bound. The book teaches writing in a
straightforward manner, using a step-by-step approach. Clear, relevant models illus-
trate each step, and varied practices reinforce each lesson.
The first part
of
the book provides a quick review
of
paragraph writing and sum-
marizing, followed by a chapter that introduces the essay. The second part
of
the
book offers comprehensive chapters on process, cause/effect, comparison/contrast,
and argumentative essays. Sentence structure, with special emphasis on subordi-
nated structures, is taught in the third part
of
the book.
Throughout the book, models and practices feature general
acade1].ic topics that
are timely and relevant to students living in a rapidly changing world. In addition,
readings from cun-ent, real-world publications conclude the chapters on different
essay forms. Most chapters offer a variety
of
writing assignments, and each chapter
ends with a review
of
the main teaching points.
Appendices explain the writing process; give punctuation rules; show charts
of
connecting words, transition signals, and editing symbols; and teach students basic
research and documentation skills. Self-editing and peer-editing worksheets and
model scoring rubrics are also provided. References to the appendices appear within
the chapters where students are likely
to
benefit most from using this material.
Instructors familiar with the third edition will find these changes:
• Part I, Writing a Paragraph, has been condensed from seven to three chapters in
order
to
move students more quickly
to
writing essays.
• Part II, Writing an Essay, has been expanded
froJ:Il
two to five chapters. Each
pattern
of
essay organization now has its own chapter.
A new chapter on argumentative essays has been added. This chapter also serves
as
an
introduction to using supporting materials from outside sources.
• Each essay chapter concludes with one or two short readings, selected because
of
their high interest and because they employ the pattern
of
organization taught
in the chapter. Following the readings are exercises asking students to analyze
rhetorical devices and patterns and/or
to
summarize the content. Writing assign-
ments based on the readings are also provided.
Instruction in basic research and documentation skills has been added in Appen-
dix E. Examples
of
MLA-style in-text citations appear throughout the text.
• The sections on summarizing and paraphrasing have been expanded
to
include
intermediate-step exercises to help students master these difficult skills.
Both self-editing and peer-editing worksheets are provided in Appendix
F,
along
with scoring rublics for use by instructors.
Finally, models have been updated, practice materials freshened, and expla-
nations streamlined, always with the intention
of
making the material more
accessible
to
students.
ix
Preface
Order
of
Lesson
Presentation
Topic
Suggestions
In-Class
Writing
Writing
under
Pressure
Practice
Exercises
Editing
Writing Academic English
is
intended to be covered in one fifteen-week semester,
with classes meeting
five
hours a week. The chapters in Part
I,
Writing a Paragraph,
and Part II, Wliting
an
Essay, should be taught in sequence. The sentence structure
chapters in Part III should be taught alongside the chapters
in
Parts I and II in order
to encourage students
to
write a variety
of
complex structures. Chapter 10, Types
of
Sentences, should be taught
at
the beginning
of
the course; subsequent sentence
structure chapters may be taught in any order. Wherever possible, instructors should
integrate sentence structure with rhetoric. For example, adverbial time clauses in
Part III may be taught simultaneously with chronological order in Chapter
5.
For courses shorter than fifteen weeks, the text is flexible enough to allow
instructors to pick and choose chapters that best suit the needs
of
their classes.
Sentence structure
is
presented separately from rhetoric, so these chapters may
be omitted altogether, leaving the instructor free to concentrate solely on writ-
ing. For twelve-week terms,
we
suggest omitting Chapters 8 and 9. For even
shorter terms, instructors may elect to concentrate solely on the essay, Chapters 4
through
9.
The topics listed for each writing assignment are only suggestions. Some chapters
have more than one kind
of
topic. (1) Some are academic in nature but still general
enough
so
that students from different disciplines can tackle them. (2) Topics on the
Lighter Side allow students
to
draw on personal experience. (3) Topics for content-
based writing assignments that follow the reading at the end
of
essay chapters relate
to the readings. (4) Topics for timed writings are offered in several chapters in order
to give students practice in this important skill.
Of
course, we encourage instructors to keep their eyes open for topics from cur-
rent news
or
for graphs, photographs, and charts in newspapers on which to base
writing assignments.
Group brainstorming and in-class writing
of
first drafts are especially helpful in the
early stages because the instructor is available for immediate consultation. Also, the
instructor can check
to
make sure everyone is on the right track. Pair and group col-
laboration is appropriate for brainstorming and editing work; however, writing is
essentially an individual task even when done in class.
Special assignments are included
to
be done in class under time pressure to sti-
mulate the experience
of
writing essay
examinations-valuable
practice for
college-bound students. Instructors should adjust time limits depending on the
needs
of
the class.
The final practice exercises
of
the sentence-structure chapters usually ask students
to write original sentences. Because these practices prove whether the students
understand the structures
and
can produce them correctly
on
their own, we encour-
age instructors
to
use them.
For most chapters, self-editing and peer-editing worksheets are plinted back-to-back
in
Appendix
F.
Instructors can use one or the other, or both,
as
they prefer. One
method
of
using the peer-editing worksheet is
to
have peer editors record their com-
ments on the worksheet.
An
alternative method
is
to have each student read his or
Acknowledgments
Scoring
Rubrics
Chapter-
Opening
Photographs
Preface
her draft out loud to a small group
of
classmates and then to elicit oral comments
and suggestions by asking the checklist questions. The student who has read then
writes down the group's suggestions on his or her own paper. Instructors can also
respond to student writing by using the peer-editing checklist.
Two
sample scoring rubrics are provided at the beginning
of
Appendix
P,
one for
paragraphs and one for essays. Their purpose is twofold: to show students how
instructors might evaluate their writing, and to suggest a schema for instructors to
do
so. Instructors are invited
to
photocopy the rubrics. Of course, the rubrics may
be modified to suit individual assignments and individual preferences.
The photographs introducing each chapter
of
the book depict some
of
the forms
of
written communication used by diverse cultures throughout the evolution
of civilization.
Many people have contributed to this edition
of
Writing Academic English. We
especially thank Laura Le Drean, who traveled countless miles and spent countless
hours gathering valuable feedback from users
of
the previous edition. Thanks also
to
our development editor, Molly Sackler, for making sure
of
the accuracy
of
our
information and the consistency
of
its presentation, and to our production editors,
Lynn Contrucci and Jane Townsend, for their expertise in fitting all these words onto
the printed page. Special thanks also to Rhea Banker, who found the beautiful pho-
tographs that appear on the opening pages
of
each part and each chapter.
To
the many students and teachers who took the time
to
offer suggestions, we
extend our heartfelt thanks: David Ross, Intensive English Program, Houston,
Texas; Marsha Gerechter Abramovich, Tidewater Community College, Virginia
Beach, Virginia; Alex Jones, Seattle, Washington; Anita Sokmen, Director, English
Language Programs Extension Courses
& Marketing, University
of
Washington,
Seattle, Washington; Patty Heises, University
of
Washington, Seattle, Washington;
Angelina Arellanes-Nunez, University
of
Texas at El Paso; Donie Brass, Annapolis,
Maryland; Barbara Smith-Palinkas, Tampa, Florida; Jacqueline Smith, Brooklyn,
New
York; and Diana Savas, Pasadena City College, Pasadena, California.
We
hope
you recognize the many places where your advice has helped
to
improve the book.
[...]... c."'_~_"_" ; ;; ,:.,,""".0 · " _•• ~-"~ '-~'~. -_ 9 10 Part 1l I Writing a Paragraph PRJ\.CT1CE 3 Writing Topic Sentences A Write good topic sentences for the following paragraphs Remember to include both a topic and a controlling idea Paragraph 1 English speakers relaxing at home, for example, may put on kimonos, which is a Japanese word English speakers who live in a warm climate may take an afternoon... important points briefly or restates the topic sentence in different words Writing Practice In the back of the book is an appendix outlining the steps in the writing process (Appendix A, pages 265-279) Following the writing process steps will help you write successfully Your instructor may direct you to follow some or all of them I •• Writing a Paragraph Choose one of the topics from Practice 3B or Practice.. .Writing a Paragraph Paragraph Structure A paragraph is a group ofrelated sentences that discuss one (and usually only one) main idea A paragraph can be as short as one sentence or as long as ten sentences The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly A paragraph may stand by itself In academic writing, you often... in the United States, the largest percentage of its content is now in English Bill Gates, Microsoft's president, believes that English will remain valuable for a long time as a common language for international communication His company spends $200 million a year translating software into other languages He says, "Unless you read English passably well, you miss out on some of the Internet experience."... utility Chapter 2 I Unitv and Coherence PRACTICE 2 Key Nouns A In the following paragraph, the key noun is never repeated Replace the pronoun it with the key noun English wherever you think doing so would make the paragraph more coherent English 1English has almost become an international language 2Except for Chinese, more people speak it than any other language SSpanish is the official language of more... class." A paragraph may also be one part of a longer piece of writing such as an essay or a book We mark a paragraph by indenting the first word about a half inch (five spaces on a typewriter or computer) from the left margin The following model contains all the elements of a good paragraph Read it carefully two or three times Then answer the Writing Technique questions that follow, which will help you... (plural: phenomena) 4 p henomenon: 13 14 Part 1 I Writing a Paragraph End-of-Paragraph Signals Followed by a Comma Finally, In brief, In conclusion, Indeed, In short, Lastly, Therefore, Thus, To sum up, End-of-Paragraph Signals Not Followed by a Comma The evidence suggests that There can be no doubt that These examples show that We can see that Notes 1 Many writing teachers think In conclusion and In... 3untarnished: unchanged in color 3 4 Part 1 I Writing a Paragraph The concluding sentence signals the end of the paragraph and leaves the reader with important points to remember: In conclusion, gold is treasured not only for its beauty but also for its utility Concluding sentences are customary for stand-alone paragraphs However, paragraphs that are parts of a longer piece of writing usually do not need concluding... peer editor Step 5 Hand in your first draft, your second draft, and the page containing the two editing worksheets Your instmctor may also ask you to hand in any prewriting (brainstorming and/or outline) that you did for this assignment Writing under Pressure These assignments give you practice in thinking and wliting quickly,-as you will have to do for essay examinations Your instmctor may choose to... could serve as a topic sentence The Arabic origin of many English words is not always obvious The following sentence, on the other hand, is too specific It could serve as a supporting sentence but not as a topic sentence The slang expression so long (meaning "good-bye") is probably_$ corruption of the Arabic salaam This sentence is too general English has been influenced by other languages Position of . more
accessible
to
students.
ix
Preface
Order
of
Lesson
Presentation
Topic
Suggestions
In-Class
Writing
Writing
under
Pressure
Practice
Exercises
Editing
Writing Academic English
is
intended to be covered in one.
337
What's
New
in
the
Fourth
Edition
Preface
Writing Academic English, Fourth Edition, is a comprehensive rhetoric and sentence
structure textbook/workbook for high-intermediate to advanced English
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